플립러닝 기반 힌디어 학습 모형 개발: 수업 유형 및 학생참여 동영상 강의를 중심으로
Development of a Flipped Learning Model for Learning Hindi: Instruction Types and Student-engaged Video Lectures
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Flipped learning does not only have metacognitive effects on learning and knowledge, but also on cultivating students’ proactive attitudes through participative lessons. While the traditional flipped model had been limited to putting video lectures online to encourage practice activities in the classroom, it has evolved to allow for diverse models and approaches that suit the needs of individual disciplines, modules, and classes. Furthermore, whereas the method has generally been applied in the field of social sciences where presentations, discussions, and collaboration are frequent due to the nature of teaching methods, it has not yet received due attention in language education. In recent years, however, multimedia has been widely used in language education to strengthen student motivation and improve memory retention. Therefore, flipped learning-based language education is certainly a positive force. In this study, flipped learning was applied to the Basic Hindi II class, consisting of 59 participants, and a questionnaire-based survey was conducted using the types of instruction and the grades of participating students before and after the application as parameters. The Community of Inquiry (CoI) instrument was employed to investigate how students perceive their traditional and flipped learning experiences. In addition, the video lectures required for flipped learning were produced in two forms: by the professor alone and by the professor and the students in collaboration. This paper purports to verify major educational implications of the flipped classroom in language education by examining the existence of educational effects through empirical case study.
Abstract
Flipped learning does not only have metacognitive effects on learning and knowledge, but also on cultivating students’ proactive attitudes through participative lessons. While the traditional flipped model had been limited to putting video lectures online to encourage practice activities in the classroom, it has evolved to allow for diverse models and approaches that suit the needs of individual disciplines, modules, and classes. Furthermore, whereas the method has generally been applied in the field of social sciences where presentations, discussions, and collaboration are frequent due to the nature of teaching methods, it has not yet received due attention in language education. In recent years, however, multimedia has been widely used in language education to strengthen student motivation and improve memory retention. Therefore, flipped learning-based language education is certainly a positive force. In this study, flipped learning was applied to the Basic Hindi II class, consisting of 59 participants, and a questionnaire-based survey was conducted using the types of instruction and the grades of participating students before and after the application as parameters. The Community of Inquiry (CoI) instrument was employed to investigate how students perceive their traditional and flipped learning experiences. In addition, the video lectures required for flipped learning were produced in two forms: by the professor alone and by the professor and the students in collaboration. This paper purports to verify major educational implications of the flipped classroom in language education by examining the existence of educational effects through empirical case study.
참고문헌 (30)
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